DO-IT News October 2015: All Articles

DO-IT Intern Kayla Wheeler and DO-IT Phase I Scholar London look at new Microsoft products.

On the first Friday of Summer Study, we took a tour of Microsoft, led by Sean Marihugh and Chris Schlechty, two DO-IT Ambassadors that work for Microsoft. During the tour, they stressed self-advocacy and universal design for Microsoft products.

Our first activity was a demonstration of Eye Gaze technology. Eye Gaze is a program that allows people to use technology, move around, and communicate using only their eyes. For this activity, a tablet was hooked up to the Eye Gaze camera, and each of us played a game.

After that, there was a panel of employees with various disabilities. We had a Q&A session, and they spoke about self-advocacy and getting accommodations in the workplace.

We were also introduced to the new Windows 10 operating system. It was quite fascinating, as the computer allowed us to draw on webpages and talk to a personal assistant named Cortana. This was our favorite part, because new technological advancements have always excited and inspired us.

Next, we participated in a team activity to design a robotic companion, including features, name, slogan, and price. Everyone created a worthy product, and we got to see a wide variety of great ideas. After the designs were completed, we concluded our visit to Microsoft. It was a great experience, and one that we will not forget.

DO-IT Scholars Jonah and Tasha work on their laptops together.

The National Science Foundation (NSF) recently approved three new grants. The new AccessCyberlearning project will address disability-related issues to help researchers and educators make online learning experiences more effective and accessible to students with diverse characteristics. AccessCyberlearning will spend two years increasing the capacity of current and future NSF-funded cyberlearning projects to design innovative learning technologies, teaching strategies, and project activities that are welcoming to, accessible to, and usable by all participants, including students with disabilities.

The second new grant is an additional investment of almost four million dollars to AccessComputing, a project that has been ongoing for a decade. AccessComputing will continue to increase the number and success of people with disabilities in computing degree programs and careers, as well as increase the capacity of postsecondary institutions to fully include students with disabilities in computing courses and programs. Added to PI, Professor Richard Ladner, UW Department of Computer Science and Engineering, and CO-PI Dr. Sheryl Burgstahler, DO-IT Director and Affiliate Professor in the College of Education, are Co-PIs Professors Amy J. Ko and Jacob Wobbrock from the UW Information School. This new connection will bring strengths in human-computer interaction, ability-based design, computing education, mobile user interfaces, and computer input methods. AccessComputing will also include a new group of industry affiliates to bring greater focus on placing students with disabilities into computing careers.

Lastly, The Center for Neurotechnology (CNT) received supplemental funding to conduct AccessERC. CNT is part of the network of more than a dozen Engineering Research Centers (ERCs) supported by NSF. With Raj Rao, a faculty member in the UW College of Computer Science and Engineering, as PI and DO-IT’s Sheryl Burgstahler as Co-PI, AccessERC staff will engage with other ERCs to make their activities and products welcoming to, accessible to, and usable by people with disabilities. AccessERC staff will conduct training, consultation, and collaborative activities, as well as develop and deploy resources to help current and future ERCs work toward reaching project goals.

DO-IT Intern Hannah uses some of the tools in the UW CoMotion Makerspace.

Need a place to build, as well as get inspired and find your creativity? The CoMotion MakerSpace is the right place for you. The CoMotion MakerSpace at the University of Washington (UW) is a place built for UW students and the UW community to freely express their ideas and collaborate to create projects together. As DO-IT Interns, we were invited to go and experience the opportunities at the makerspace.

On the first day, we made a prototype of our ideal wallet. We worked in groups to sketch a design, and we interviewed each other on how an ideal wallet would look and function. The challenge to the activity was a 10-minute time limit and a limited amount of materials; we could only use cardboard, straws, paper clips, tapes, sticky notes and blank papers.

After the challenge, we discussed how we could make current and future makerspaces more accessible to people with disabilities. We brainstormed positive and negative aspects about the accessibility of this makerspace. One positive was that most tables and whiteboards in the workstation area used wheels, which make it easier for wheelchair users to move around in the large space. On the other hand, one of the problems was that some of the tools provided for students may not be accessible for students with disabilities, especially wheelchair users. There were also no large prints or braille signs to help people who have a visual impairment. As a group, we came up with ideas of what kind of improvements the CoMotion MakerSpace needs to improve its accessibility.

We are really excited and looking forward to see the improvements we came up with to improve accessibility for future makerspaces so both able-bodied and people with disabilities can collaborate.

[Note: A checklist for making an accessible makerspace can be found on the DO-IT website.]

Aspen: I never thought about wrestling until the wrestling coach approached me freshman year and told me to check out pre-conditioning. Two weeks later, I decided to try it out, and, before I knew it, I fell in love with the sport and ended up being on the team.

Tasha: I have been wrestling for five years. I started because one of my good friends came up to me and asked me to join so she wouldn’t be the only girl on the team. I wanted to try something new, and I ended up loving it! Now wrestling is the main sport I do every year.

Aspen: Being deaf affects my playing because I can’t wear my cochlear implant during practices or matches. This means I can’t hear what my coach is trying to tell me what to do and it’s very hard to concentrate on the interrupter. On the other hand, I am easily able to drowned out the crowd noise and additional unnecessary noises as well. Because deafness had caused me to be more aware of my surroundings and be more sensitive to what I am feeling, I am easily able to make the next movement based off sight and vibrations.

Tasha: Wrestling is a hard sport, and it doesn’t help when you have a disability. I have sickle cell. Sickle cell disease is an inherited blood disorder that causes red blood cells to break down. Having sickle cell makes is hard for me to do some of the wrestling workouts and go on long runs in the cold, because I end up in a lot of pain. This can cause me to miss school if I have to stay home and heal. However, I love the person I am, even if sickle cell helped make me who I am.

Aspen and Tasha: Wrestling is a difficult and challenging sport. It’s hard finding girls that want to be on the team and compete. We try to inspire other girls to be on our teams by talking with them and discussing their worries. We like to share our wrestling success stories and challenges. Wrestling can be challenging, especially eating the right amount to stay in your own weight class. However, wrestling can make you stronger and feel very accomplished.

Martha Bosma studies the spontaneous calcium activity in embryonic mouse and chick brain stems, analyzing spontaneous electrical activity in nervous system development. While the lab was fairly accessible, two Phase I Scholars had difficulty accessing high-placed equipment and fitting through the narrow aisles. These issues could be solved with small adjustments in the lab.

The Scholars experimented with mice embryos and cockroaches. They saw how nicotine and other drugs affected the mouse’s heart reactions and the cockroach’s leg and spine movements. Scholars learned how to identify axon potentials and to graph patterns for calcium channel reactions. By the end of the workshop, Scholars learned the inner workings of neurons in real time.

Shortly after breakfast on Saturday, we hopped on the bus to go to the Pacific Science Center in Seattle. We first went to the IMAX theater for the movie Humpback Whales 3D, and we both enjoyed it. One thing we learned was the way the whales communicated with each other to capture fish for food. Many humpback whales surround the fish and blow bubbles, while others dive deep in the water so they can drive the fish towards more shallow water. This bubble net technique allows them to swallow thousands of fish in one gulp.

After the movie, we ate lunch outside the café. We then looked at a few small exhibits on our way to the laser dome for the Michael Jackson Laser Show. The laser show was cool because the lasers were shaped in ways that fit well with the Michael Jackson songs that were playing.

We split into groups and went to the rest of the exhibits. We visited the butterfly area and then explored the Grossology exhibit, which features facts about the human body. Finally, we visited the current research exhibit, where we were able to see an UpTempO buoy, which is what Dr. Mike Steele and his team use for polar ocean temperature research. This was great to see, since he was also the presenter for our Summer Study oceanography class.

After a busy day exploring and learning at the Pacific Science Center, we travelled back to the UW campus in time for dinner.

Having a buddy during Summer Study gives Scholars a go-to partner for activities.

After a long journey to the wonderful University of Washington campus, learning about the dorms, and meeting some of the Scholars, you still have one more adventure to attend to before dinner and rest. This is meeting your new roommate. Having a roommate is very interesting, especially when it’s your first time living in a dorm, and it gives you a connection and friend throughout Summer Study. Your roommate is probably just as excited and nervous about DO-IT Summer Study as you are.

As nice as it is to have a roommate, you still want to keep a few small things in mind. Remember to respect and be nice to each other, communicate, and look out for each other. You are both new at this and could use an ally. It’s important that you and your roommate help each other and remember you both have different strengths and weaknesses. Hold the door open, pick things up for each other, and walk to your next activity together if possible. Also be there for your roommate to talk to if they need emotional support. If you and your roommate are respectful to one another then you will become fast friends. 

DO-IT Interns Dustine and Antonio help Phase II Scholar Alex with a project.

For most of the Interns, the job of looking after the Phase I and Phase II Scholars seemed like a lot of responsibility. We quickly learned that teamwork would help get all tasks done much more efficiently. While it was overwhelming at first, it became easier as days went by. Interns had a lot of fun getting to know Scholars while also learning how to be professional and communicate well with Scholars and staff about needs. The Interns served as mentors for the Phase II Scholars.

Phase I of Summer Study allows new Scholars to meet each other and engage in a variety of interesting activities. However, living on campus for 10 days can feel a bit overwhelming. To ensure that everyone had a good time, the 13 Summer Study Interns helped make students feel comfortable and included. The Interns answered questions about college life and checked in with Scholars to see if they were okay or needed something.

Meanwhile, Phase II Scholars were given the opportunity to become more independent. These Scholars worked in small groups to create a robot, film a video, and conduct experiments that focused on mice, brains, and bugs. Interns were available to support and assist when requested. Phase II Scholars also took part in sessions related to college success; how to interview for a job; how to ask for accommodations in college; and how to write a successful elevator pitch. The Interns encouraged Phase II Scholars to interact with the Phase I Scholars by asking them to share their experiences.

The sense of inclusion is crucial to ensuring a friendly atmosphere to grow during DO‑IT Summer Study. To help create this atmosphere, the Interns encouraged Scholars to participate in leisure activities with each other, such as table tennis or board games in the dorm, bowling in the HUB during game night, or to try something new like riding accessible bikes provided by Outdoors for All. While living in the dorm throughout Summer Study, the Interns helped ensure that the dorm felt a bit more like home.

After DO-IT Summer Study, Scholars, staff, and the DO-IT community engage in a discussion list related to disability. All Scholars and Ambassadors are encouraged to participate in DO-IT discussion lists. 

DO-IT and YLF both teach leadership skills by giving students opportunities to practice presenting and leading.

The Youth Leadership Forum (YLF) is a unique career leadership training program for high school juniors and seniors. By serving as delegates from their communities, students can cultivate leadership skills. This year, the 14th annual YLF took place at Western Washington University (WWU) from July 26–31. DO-IT Ambassadors and staff contribute in many ways to the planning and execution of YLF. Ambassadors applied the skills they gained as DO-IT Summer Study Interns, college students and professionals to contribute to the future success of YLF participants.

Brandon Muller, ’01 Scholar, reconnected with the Governor’s Committee for Disability Issues and Employment after receiving his master of education in counseling and was recently appointed to this committee after volunteering the past two summers as a member of the YLF planning committee as well as a counselor. This year, he served as the co-vice chair of the YLF sub-committee.

Melissa Niklason, ’07 Scholar, has been a delegate, peer counselor, and co-counselor in past years. This year, she returned as a lead counselor as she completes her last year of college at Central Washington University. Her biggest contribution has been to share her experiences with other people with disabilities. “There are a lot of people with disabilities who might not want to do certain things because they might be hard for them. I like to think that I am able to make them believe, ‘If she could succeed in doing this, so can I.’” Her favorite moments are “seeing students who, before coming to YLF, were uncomfortable with their disability, become comfortable in their own skin. I see a light bulb going off in their head and a weight being lifted from their shoulders. They realize that there are others in a similar situation, and they can relate.”

Alex Quarrell and Allison Sullivan, ’12 Scholars, were co-counselors. Alex says he learned a lot himself during the program. “One thing that stood out is how to be an effective counselor/mentor even if it’s just being there to talk to when someone needs it so that everyone feels included. I learned the need to be flexible in any situation that might arise.” Allison shared her college experiences, both positive and negative, with the group.

Daman Wandke, ’05 Scholar, has been involved with YLF in the past and returned this year as a speaker and mentor. He presented “My Leadership Journey: From Local to National Advocacy,” where he discussed how he became a disability advocate at the national level. His favorite moment was when he convinced a shy student to join in at the dance. “The student was sitting quietly by himself and after lots of encouragement, I was able to convince him to dance.”

Noah Seidel, ’05 Scholar, and Tami Tidwell, DO-IT program coordinator, organized a panel of mentors and self-advocates to share their experiences with post-secondary education and transition services for high school students. The panelists’ education ranged from transition students to graduate degree recipients. The participants discussed how they decided what they wanted to study, life after high school, and how they were able to request and use accommodations.

Always ask before helping a person with a disability.

I wanted to share with you a question posed by DO-IT staff in our Internet discussion forum and some of the responses so that you can get the flavor of the many rich conversations the DO-IT community has online. Forum posts are edited for clarity and brevity.

I read the article “8 ‘Helpful’ Things That Don’t Really Help People With Disabilities” based on a Reddit forum post recently, and I wanted to ask your opinion: Do you agree with the comments in the article? Can you think of more examples of “helpful” things that people do that don’t really help?

DO-IT Ambassador: Having to deal with the same conversations and say the same thing time and time again gets annoying.

DO-IT Scholar: I really hate people asking questions. I get that people are curious, but I would prefer if people just saw me as a person.

DO-IT Scholar: The one that resonates with me the most is people giving help when I do not need it. This perpetuates the misconception that I am helpless.

DO-IT Ambassador: In my opinion, it’s okay if a person kindly asks if someone with a visible disability needs help. However, if they continue to “help” even after I’ve said no, then they are just selfishly trying to make themselves feel good. It is very disrespectful.

DO-IT Ambassador: I think people help because they don’t understand. People usually do not even ask me before they start helping.

DO-IT Mentor: I agree. One thing I find difficult to deal with is when people try to hold me when I ascend/descend a bus, train, or aircraft. I have to politely ask them to leave me alone, because I know how to coordinate myself. If others try to assist me while I explore my surroundings, I lose my balance and trip. If I need help, I always ask.

At airports, people try to make me sit in a wheelchair and take me to my aircraft. I tell them I prefer to hold onto one’s elbow. If they insist on the wheelchair, I tell them to sit in the chair and I would gladly push the chair for them as they guide me! One time, a guy apologized as he saw how capable I was. I said, “it’s not about me being capable. We all are humans and deserve to interact with one another in a respectful way.” Experience has shown me that being witty boosts my spirits when dealing with these things.

DO-IT Ambassador: Often when people are told I need assistance, they just assume wheelchair instead of guide. I think there should be some sort of mandatory training for airport staff. But if people try to help me thinking I am helpless, then I get mad.

DO-IT Ambassador: I don’t think people are consciously aware that what they do is selfish, but if you ignore the wishes of a person with a disability, then it stops being helpful.

DO-IT Staff: I always assumed the use of wheelchairs at airports for people with vision impairments was for the airline staff, so they could go as fast as they want and not be slowed down with guided walking. I assume, in many cases, they know better, but really don’t care. I can even imagine them thinking “Hey, I am getting you to your spot as fast as possible--how thoughtful of me,” and “We do it for safety reasons.” Both of those thoughts, of course, are condescending and rude.

DO-IT is excited to announce the publication of Universal Design in Higher Education: From Principles to Practice, edited by DO-IT Director Sheryl Burgstahler. After thorough revision and the addition of new articles, this second edition addresses recent changes in law, technology, and university policy, making it a fully comprehensive guide for creating inclusive college and university programs.

Universal Design in Higher Education: From Principles to Practice showcases practices for creating a campus environment that is welcoming, accessible, and usable. As more students with disabilities attend postsecondary educational institutions, universal design becomes a practical approach for educators to fully include these students.

To learn more about the book or order it online, visit the Harvard Publishing website. To receive a promotional 20% off, see our special promotional flyer, available until January 2016.

As Stephan Smith, executive director of the Association on Higher Education And Disability, said: “Fresh, comprehensive, and engaging, Universal Design in Higher Education is expertly written, thoughtfully crafted, and a ‘must-add’ to your resource collection.”